Creating a model and foldable to represent the cell cycle encourages higher-level thinking and promotes differentiated learning. Such activities provide additional “hands-on” means to reinforce teacher-led learning of the cell cycle, allowing project-based learning activities to help students visualize the cell cycle process and reflect on its significance. This activity is compatible with universal design for learning. This article describes project implementation, preactivity questions, materials needed, and postactivity reflection. Students may work on this activity online or in person, as the activity requires inexpensive commonly found materials. Students work at their own pace and abilities, as teachers guide them through the concepts, clarify confusion, and enrich their learning.